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Irati GARCÉS RUIZ G B L Irati GARCÉS RUIZ A STUDY ON MOTIVATION AND ATTITUDE TOWARDS LANGUAGE LEARNING IN YOUNG LEARNERS TFG/GBL 2019/20 DIDÁCTICA DE LA LENGUA Grado en Maestro de Educación Primaria / Lehen Hezkuntzako Irakasleen Gradua Grado en Maestro en Educación Primaria Lehen Hezkuntzako Irakasleen Gradua Trabajo Fin de Grado Gradu Bukaerako Lana A STUDY ON MOTIVATION AND ATTITUDE TOWARDS LANGUAGE LEARNING IN YOUNG LEARNERS Irati GARCÉS RUIZ FACULTAD DE CIENCIAS HUMANAS Y SOCIALES GIZA ETA GIZARTE ZIENTZIEN FAKULTATEA UNIVERSIDAD PÚBLICA DE NAVARRA NAFARROAKO UNIBERTSITATE PUBLIKOA ii Estudiante / Ikaslea Irati GARCÉS RUIZ Título / Izenburua A study on motivation and attitude towards language learning in young learners Grado / Gradu Grado en Maestro en Educación Primaria / Lehen Hezkuntzako Irakasleen Gradua Centro / Ikastegia Facultad de Ciencias Humanas, Sociales y de la Educación / Giza, Gizarte eta Hezkuntza Zientzien Fakultatea Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa Director-a / Zuzendaria Amparo LÁZARO IBARROLA Departamento / Saila Departamento de Ciencias Humanas y de la Educación / Giza eta Hezkuntza Zientzien Saila Curso académico / Ikasturte akademikoa 2019/2020 Semestre / Seihilekoa Primavera / Udaberria A study on motivation and attitude towards language learning in young learners iii Preámbulo El Real Decreto 1393/2007, de 29 de octubre, modificado por el Real Decreto 861/2010, establece en el Capítulo III, dedicado a las enseñanzas oficiales de Grado, que “estas enseñanzas concluirán con la elaboración y defensa de un Trabajo Fin de Grado […] El Trabajo Fin de Grado tendrá entre 6 y 30 créditos, deberá realizarse en la fase final del plan de estudios y estar orientado a la evaluación de competencias asociadas al título”. El Grado en Maestro en Educación Primaria por la Universidad Pública de Navarra tiene una extensión de 12 ECTS, según la memoria del título verificada por la ANECA. El título está regido por la Orden ECI/3857/2007, de 27 de diciembre, por la que se establecen los requisitos para la verificación de los títulos universitarios oficiales que habiliten para el ejercicio de la profesión de Maestro en Educación Primaria; con la aplicación, con carácter subsidiario, del reglamento de Trabajos Fin de Grado, aprobado por el Consejo de Gobierno de la Universidad el 12 de marzo de 2013. Todos los planes de estudios de Maestro en Educación Primaria se estructuran, según la Orden ECI/3857/2007, en tres grandes módulos: uno, de formación básica, donde se desarrollan los contenidos socio-psico-pedagógicos; otro, didáctico y disciplinar, que recoge los contenidos de las disciplinares y su didáctica; y, por último, Practicum, donde se describen las competencias que tendrán que adquirir los estudiantes del Grado en las prácticas escolares. En este último módulo, se enmarca el Trabajo Fin de Grado, que debe reflejar la formación adquirida a lo largo de todas las enseñanzas. Finalmente, dado que la Orden ECI/3857/2007 no concreta la distribución de los 240 ECTS necesarios para la obtención del Grado, las universidades tienen la facultad de determinar un número de créditos, estableciendo, en general, asignaturas de carácter optativo. Así, en cumplimiento de la Orden ECI/3857/2007, es requisito necesario que en el Trabajo Fin de Grado el estudiante demuestre competencias relativas a los módulos de formación básica, didáctico-disciplinar y practicum, exigidas para todos los títulos universitarios oficiales que habiliten para el ejercicio de la profesión de Maestro en Educación Primaria. Irati Garcés Ruiz iv En este trabajo, el módulo de formación básica ha permitido desarrollar las bases del marco teórico. Se han tenido en cuenta teorías psicológicas estudiadas durante los primeros años de carrera relacionadas con la capacidad cognitiva del alumnado en cuanto al aprendizaje de una segunda lengua. También ha permitido adquirir conocimientos sobre la importancia del papel del profesorado a la hora de adaptar el proceso de aprendizaje con motivo de que sea significativo para todo el alumnado. El módulo didáctico y disciplinar, particularmente el enfocado a la enseñanza y el aprendizaje de las lenguas, se desarrolla a través de la parte teórica y de la práctica. Este módulo me ha dado a conocer la evolución que tiene la motivación del alumnado en cuanto a aprender idiomas, y me ha proporcionado los conocimientos necesarios para entender los factores que influencian el proceso de aprendizaje de los alumnos. Asimismo, el módulo prácticum ha facilitado un contexto en el que desarrollar la parte empírica del trabajo, ya que, a pesar de las circunstancias debidas al estado de alarma por el COVID-19, ha proporcionado la oportunidad de poder trabajar con alumnos de todo el centro de modo presencial y telemático. Por último, el módulo optativo de inglés y los contenidos estudiados en las asignaturas relacionadas a esta mención fue lo que me dio a conocer y me impulsó a investigar la evolución de la motivación y las actitudes hacia el aprendizaje de idiomas en educación primaria. Por otro lado, la Orden ECI/3854/2007 establece que, al finalizar el Grado, los estudiantes deben haber adquirido el nivel C1 en lengua castellana. Por ello, para demostrar esta competencia lingüística, se redactan también en esta lengua los apartados “Introducción” y “Conclusiones”. Además, la Orden ECI/3854/2007 establece que, al finalizar el Grado, los estudiantes bilingües en una lengua cooficial deben haber adquirido también el nivel C1 en la otra lengua de la comunidad; en la nuestra, la lengua vasca. Por ello, para demostrar esta competencia lingüística, se redactan los apartados “Introducción” y “Conclusiones” también en euskera. A study on motivation and attitude towards language learning in young learners v Resumen Ante la necesidad de aprender idiomas en una sociedad cada día más exigente y plurilingüe, este estudio pretende evaluar la motivación y la actitud que 58 alumnos (6-12 años) de un colegio de Pamplona (España) tienen hacia las lenguas y su enseñanza. En concreto, hacia el inglés, que estudian como lengua extranjera, el euskera, lengua minoritaria y vehicular en el centro, y el castellano, lengua mayoritaria. Para ello se ha utilizado un cuestionario en línea y se han tenido en cuenta tres factores que han demostrado ser relevantes en la formación de actitudes: edad, sexo y entorno familiar. En general, los resultados demuestran una influencia por los tres factores analizados muy acorde con hallazgos de estudios previos: los más jóvenes y las niñas tienen actitudes más positivas y la familia contribuye a formar las creencias del alumnado. Además, las actitudes de los estudiantes son muy positivas hacia los tres idiomas. Palabras clave: Educación Primaria; Aprendizaje de lenguas; Motivación; Actitud; Estudio. Abstract With a growing need to learn languages in an increasingly demanding society, this study explores the motivation and attitude that 58 students (age 6 -12) of a multilingual school in Pamplona (Spain) have towards languages and their teaching. More specifically towards English, the foreign language, Basque, the vehicular language in the school and the minority language in the community and Spanish, the main language. To this end, an online questionnaire was designed and three factors, claimed to be of vital importance to shape attitudes, were considered: age, family and gender. In general, the results go in line with previous research and show that the three factors exert and influence in the students’ attitudes: girls and young students are more motivated and the family is key in shaping the beliefs of these children. Also, Irati Garcés Ruiz vi we found that the attitudes of the students are very positive towards the three languages. Keywords: Primary Education; Language learning; Motivation; Attitude; Study. Laburpena Geroz eta zorrotzagoa den gizarte honetan, hizkuntzak ikasteko beharra handituz doa egunero. Honen aurrean, ikerketa honek Iruñeko (Espainiako) zentro eleanitz bateko 58 ikaslek (6 urtetik 12 urte bitartekoek) haien zentroko egunerokoan erabiltzen diren hiru hizkuntzak ikastearekiko daukaten motibazioa eta jarrera ebaluatzea bilatzen du. Zehazki ingelesarekiko (ikasten duten atzerriko hizkuntza), euskararekiko (eskolaren egunerokoan erabiltzen den hizkuntza eta hizkuntza minoritarioa) eta gaztelaniarekiko (hizkuntza nagusia). Horretarako, ikasleek hiru hizkuntza hauekiko daukaten jarrera aztertzea baimenduko duen galdetegi bat prestatu da. Hau egiteko, garrantzi handiko hiru faktore hartu dira kontuan: adina, familia eta generoa. Orokorrean, lagina txikia izan den arren, lortutako emaitzek erakutsi dute faktore hauek ikasleengan daukaten eragina handia dela, eta hizkuntzak ikastearekiko daukaten jarrera moldatu dezaketela. Gainera, emaitzak oso positiboak izan dira. Hitz gakoak: Lehen Hezkuntza; Hizkuntzen ikaskuntza; Motibazioa; Jarrera; Ikerketa. A study on motivation and attitude towards language learning in young learners vii Índice 1. INTRODUCCIÓN 1 1.1. Justificación y contextualización del estudio 1 1.2. Una mirada al estudio del inglés como lengua extranjera en 1 Navarra 1.3. Objetivos 2 1. SARRERA 4 1.1. Sarrera labur bat 4 1.2. Nafarroan ingelesa atzerriko hizkuntza gisa ikastea 4 1.3. Helburuak 5 2. THEORETICAL FRAMEWORK 7 2.1. Language learning in early years 7 2.1.1. How do people learn languages? 7 2.2. Motivation and language attitudes 8 2.2.1. Importance of motivation and its source 8 2.2.2. Importance of motivation in language learning 9 2.2.3. Motivation and language attitudes in young learners 10 2.3. The linguistic situation of Navarre 15 2.3.1. One community, three languages 15 2.3.2. School programmes 17 3. THE PROJECT 20 3.1. The school 20 3.2. The context 21 3.3. The participants 21 3.4. The instrument 23 3.5. The procedure 23 3.6. Research questions 24 4. RESULTS 26 4.1. Age and motivation 26 4.2. Motivation at home: The influence of the family 30 4.3. Gender and motivation 32 CONCLUSIONS 39 Limitaciones del estudio 41 Consejos pedagógicos 42 ONDORIOAK 43 Ikerlanaren mugak 45 Aholku pedagogikoak 46 REFERENCES 47 ANNEXES 50 A. 1ST ANNEX: The questionnaire given to the students 50 B. 2ND ANNEX: The results of the questionnaire according to age 58 C.
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